For many years UKLA member Margaret M. Clark has consistently challenged the evidence base for claims made by the UK government that synthetic phonics should be used as the method to teach all children how to read. UKLA members have been grateful for Margaret’s tireless efforts to hold governments to account on this crucial issue and for her work questioning the value of a phonics check with a pass/fail score administered to children in Year 1 in England.
In this new article, first published in the Education Journal in March 2017, Margaret explores the extent that synthetic phonics and baseline assessment can be said to be value for money in a time of austerity.
